Professor Questions: Grand Conversation
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic? TH: In 1970, Herber theorized that skills taught in reading classes are applicale to content materials, but students must adapt the skills to meet the peculiarities of each subject they study. Then the shift from a skills paradigm to a cogntive paradigm became noticeable. The emphasis shifted to the use of strategies such as graphic organizers, anticipation guides, question-generated strategies, and guide materials related to text structure. Today, research continues to be solidly grounded in cognitive learning theory. VI-S: Content area reading is very important to adolescents. The responsibility for teaching reading belongs to all teachers in all subjects. Students need to be shown how to use reading strategies in the content classrooms. MC: Content area reading causes a "shift" in academic reading. Teachers need to realize that they are ALL responsible for teaching "reading" in all subject areas, and not just rely on the "reading teacher" to teach adolescents everything they will need to be successful in all content areas. AW: Adolescent reading is becoming more prevalent in today's society. What once was thought of as the elementary kindergarten or first grade teacher's job, has shifted. More and more adolescents are unable to read and this growing problem requires our attention, no matter what grade we teach. The book also discussed visible and invisible aspects of content area reading.
2. Why is adolescent literacy more critical than ever? TH: As students move from elementary to middle and high school, their literacy needs change. Students need to be able to understand the content area material they read in order to be more literate. As students move through the grades they need to acquire the skills necessary to be productive citizens. The world is becoming more and more technological and our students need to be able to keep up with learning in order to be successful members of our competitive society. VI-S: Texts are a big part of content areas. As students get older those texts become more difficult. They need to understand different strategies for different areas. MC: The academic material changes when students move from stories or short versions of informational text to text books that some times have 20 or more chapters with 2 or 3 sections per chapter sometimes. If students aren't prepaid for that change, and even more so if they already struggle with reading, they begin to fall behind. Adolescent literacy is critical now because there is a huge gap forming when students shift from elementary education to secondary education. AW: Students are making it to middle school without the necessary reading skills to succeed. Teachers assumed that students were comprehending texts, making predictions, and clarifying all along. Teachers assumed that reading instruction must cease in older grades and have argued there is no time to teach reading. Teachers assumed that students would naturally fall into reading comprehension strategies. This simply is not true. In order to raise successful adults, we need to address adolescent reading.
3. Content area reading starts any time a teacher reads expository text to a classroom. How can you improve your content area instruction in your class? TH: I can collaborate with the regular classroom teachers to find out the topics they are studying in science and social studies. Then, I can choose reading material that expand their knowledge of those particular subject. I can also help my students research topics of interest on the internet and in books. VI-S: I also think that is a good idea. Currently I don't incorporate what they are studying in the regular classroom. I think finding stories that go along with what they are doing will help them comprehend and build their vocabulary. MC: I have done what Toni suggested in previous years. I even got a science book last year and went over with my reading classes how to make the Science text book work for them instead of having to struggle so hard to understand the text book. I know for sure that it helped my LD kids. We also do a research project in 6th grade and we show them how to look for information both in hard copy and the internet and then they do it themselves. We actually use that as a pre-reading strategy for one of our anchor novels. AW: Well, my gut response is to read more expository text. Then, focus on the comprehension of that text. So many younger classrooms are filled with fiction and not much non-fiction. Having non-fiction more readily available and reading this aloud for pleasure also, will tie in content area reading.
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. What is your stance on self-discovery and the social constructivist point of view? TH: I think self-discovery is an awesome thing - for those kids that put forth the effort it takes. I think that Science lends itself to self-discovery (with some direction from the teacher, as in experiments, etc.). As far as the social constructivist point of view goes, I do believe that children learn a lot from talking about what they are reading and learning. I think, though, that children need direction, modeling, and strategies to "fix" their mistakes. There are many children out there that never would find strategies without help. VI-S: Self-discovery is important. If students always follow what others think they won't form their own values. I do however feel that certain things/strategies need to be taught explicitly but students need the opportunity to think about how they feel about it. They may find that strategy not useful to them or can tweak it so that it does work for them. MC: I also think self-discovery is important, but alot of my LD kids are not that motivated! I agree that there are certain strategies that my LD kids definitely to be taught. I think guiding them through some form of self-discovery in sixth grade helps them begin to understand and be more motivated to do it themselves later on. I have a life map activity that I have had them do in the past, and they seem to really enjoy that. Sometimes we talk about word origin and then I have the students find out where their own families "originated" from, and I tell them that the point of all that is knowing where you came from so you can figure out where you want to go. They enjoy that as well.
2. In your opinion, is the paradigm shift changing in the right direction? Why or why not? TH: I think there needs to be a balance between teacher-direction and self-direction. I think that children should be given enough instruction to make reading attainable for them, but then they should be allowed to make mistakes and learn from them. VI-S: Not sure. I also agree that there needs to be both teacher directed and self-directed. Don't we want our students to take an active part in their own learning and be independent? MC: That's exactly what we do in my classroom in sixth grade. At the beginning of the year we tell them everything we expect, help them with anything they need help with, and do a lot of teacher-directed instruction. By the end of the first semester we begin to back off of them some, and begin to foster a sense of independence that they need in seventh grade. I have seen kids really change over the time period they have spent in sixth grade.
3. Name the differences between skill based and cognitive strategies. TH: Skill based basically teaches the skills needed for reading and study skills. The skill based instruction focuses on the appropriate teacher to deliver reading skills (reading teacher or content teacher); the appropriate location where instruction takes place (reading classroom or content classroom); and the appropriate instructional material (general reading materials or subject matter textbooks). The cognitive strategies theory focuses on schema theory, text structure, metacognition, and strategic learning. It also focuses on self-knowledge, task knowledge, self-monitoring and regulation. VI-S: Skill based is learning a specific reading skill taught from the teacher. Cognitive strategies allows students to think deeply and self-monitor. MC: Skill based instruction is instruction that is focused on a specific skill that is taught to the students. Cognitive strategies employ questions that require the student to think on more of an analytical level.
Mandy's ?s
1. Should teachers other than Literature teachers continue to teach adolescents how to "read to learn"? TH: EVERYBODY should continue to teach adolescents how to "read to learn." Content area teachers have to teach their specific vocabulary as well. When kids understand the math terms, for instance, it is easier to do the math. If the inability to read is the problem in those classes, those teachers should put forth the extra effort to teach more than just their content. Testing, on the other hand, should not be hindered by the inability to read. If it needs to be read to the child to know if they understand the material's content, then that accommodation should be made. AW: I think that's any teacher's job. I may not like it, but I either need to teach the child myself, or suggest tutoring. I can't leave that child behind because I don't have time. I don't think it should become my only focus, but I do believe I should strive to help any child that truly wants to learn, but somehow has difficulty.
2. How would you activate prior knowledge for a sixth grade Science lesson about volcanoes? TH: For my ESL kids (as well as others) I would show them a volcano first. I would pull up a video clip of a volcano and let them watch it. Then, I would discuss the vocabulary I want them to know. As we watch the video clip again, I would pause it at appropriate places to discuss the vocabulary again. We would probably watch that a time or two then go on to the next word. Finally, I would let them watch the clip again. AW: I might bring in picture to discuss. Maybe someone has seen one and could share. I would bring up vocabulary associated with volcanoes.
3. What would be a good way for teachers to prepare students for the "shift" that takes place from learning to read to reading text books to learn? TH: I think the Mary Pope Osborne books would be a nice transformation. The kids can read the fiction book first, then read the non-fiction companion book that goes with it. Young reader are comfortable with the fiction books, and the non-fiction books will give them information about what they have read. I also think the Magic School Bus books would be good, too because they really have two stories going in in every book. There is the fictional part as well as the non-fiction facts to back them up. (Most kids have trouble with these AR tests because the questions are about BOTH stories, not just the fictional one.) AW: Non-fiction books illustrate this very well. Children need to know there are three reasons why authors write: to persuade, to entertain, and to inform. If I show them this every time we read, then they know the purpose for reading. Identifying your purpose is key to reading, no matter what text it is.
Toni's ?s 1. How do you think subject-area teachers at the middle/high school levels can make their content area texts easier for students to understand? VI-S: Try to relate it to something where that student can understand. Use a variety of strategies or instructional methods that allows the students to take responsibility for the learning. Make it fun. If students only hear lectures and read from a text they won't want to hear it. MC: I agree with making it fun. I think content area teachers need to better understand learning styles, and try to incorporate activities that give all learners an opportunity to have a meaningful learning experience. I know that my LD students really enjoy the days in science that they do experiments or when they get to "play with things" in math. I'm not sure how to incorporate hands on experiences in history or other subjects, but technology is a good resource for that as well! AW: I know one of our history teachers likens one of the wars to the Wizard of Oz. Each part is likened to characters from the story. The kids talk about it every year and seem to love the similarities. I think it's all about taking what we know and building on that. Turn the subject matter into something the kids will like and be motivated by.
2. We each work in a different school system. What has been your experience with the attitudes of the middle/high school teachers when they receive struggling readers? Do you think their attitudes have any affect on the struggling reader’s progress? VI-S: Their attitudes are poor! They want them to go somewhere else for help. Teachers feel they don't have time to work with struggling students because they have to get the information out. There are however some really great teachers who do take the time to re-explain the information and adjust to all students. MC: I have had some not so great experiences, even just this last year. I actually got told that it was not their job to teach those kids how to read. I was just shocked. AW: I'm not sure. I haven't asked. But, I know that most of our students are ready for middle and high school. Our teachers do a good job of not complaining to us, if they aren't prepared. I would hope their attitude is one of determination!
*3. Do you feel that discussion in a middle/high school subject area classroom is important? Do you think that teachers at those levels give students enough discussion time during their class periods? VI-S: Yes! Discussion at any age is important. Teachers need to know if students are understanding what is being taught. What better way to see and reteach if needed right then instead of waiting til test time. I don't think teachers give enough discussion. They are too worried about getting the information to them so that they covered the information for the state test. I think if there was more discussion students would retain the information better. MC: I definitely think it is important. I think it not only gives the teacher an opportunity to find out what the students are learning, but it provides those students who have auditory strengths with more opportunities to learn at the best of their ability. I also think that once something is open for discussion you get to hear various view points besides just "what the teacher thinks". I always enjoy having discussions about books with my students because some of them actually have interesting viewpoints. I also think they are important because not every home has "intelligent" conversations for the students to be part of. AW: YES! I think discussion is key and most of those kiddos want to speak anyway. They are forming opinions and their sense of self. Allowing them to express themselves is a perfect way to promote this development. I look back at my experience and know that my teachers led tons of discussions. I would bet that most elementary teachers don't allow much discussion in their classrooms.
Vanessa's ?s
1. Who has the responsibility for teaching reading? TH: EVERYBODY in the building. And, I mean everybody - classroom teachers, specialty teachers, paraprofessionals, even the custodian! Every opportunity to teach any aspect of reading (even down to naming the letters) should be seized by every individual in the school environment. That way kids see that reading is important no matter what your job. MC: I agree, EVERYONE! To the science and history teacher that said it wasn't their JOB, shame on you! I think I will find some workshops for their departments and just nicely place the flyers in their mailboxes! I was shocked because those teachers have been in the classroom a very long time. One of them is a great teacher too, but I guess not as GREAT as I thought. AW: Everyone! But, specifically...anyone involved, from the parents to the students and then the teachers! We all have a hand in this!
2. What do you feel is important for instruction in developing reading strategies? TH: I think that kids should be taught strategies to figure out what each word is (decoding, vocabulary, etc.). I think they should be taught strategies to use when comprehension breaks down as well as strategies to use to gain comprehension (picture clues, titles, heading, subheadings, highlighted words, etc.). I think kids should be taught to question what they have read - does it make sense, do they agree/disagree with it, etc. MC: I couldn't agree more! I teach my sixth graders to remember their hide and seek words if they see big words that are new or that they don't remember, and sometimes we chunk the words and identify the prefix, root, and suffix. This also helps them on their tests that they take in the spring. AW: Focus on the five non-negotiables should do it! Teaching reading through a balanced approach and noticing weaknesses, so you can help the student when he struggles. I think the teacher has the most important role. She should making reading relevant and motivating and most importantly, she should provide a purpose for reading.
3. What should a literacy program look like in upper grades? TH: It should look similar to a literacy program in the lower grades. The difference would be in the particular literature being used. Of course, older kids need books that appeal to them (rather than bears, etc.) They need to feel like they are older kids while still being taught whatever skills they need to learn. MC: Again, I agree with Toni. I actually have read some story books in my literature class in order to have them listen and point out certain figurative language elements. We actually have a twisted version of The Three Little Pigs that helps them learn point of view and irony as well. Honestly, I think the students are really comfortable with those stories they know when we start introducing more figurative language in sixth grade. I get a kick out of reading them, too! AW: Maybe it should contain classes working with expository texts and tons of writing. Focus on graphic organizers and note taking strategies. This is a chance to go deep into concepts like metaphors and symbolism. The teacher should be modeling those strategies with "fun" books that contain imagery, etc.
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic?
TH: In 1970, Herber theorized that skills taught in reading classes are applicale to content materials, but students must adapt the skills to meet the peculiarities of each subject they study. Then the shift from a skills paradigm to a cogntive paradigm became noticeable. The emphasis shifted to the use of strategies such as graphic organizers, anticipation guides, question-generated strategies, and guide materials related to text structure. Today, research continues to be solidly grounded in cognitive learning theory.
VI-S: Content area reading is very important to adolescents. The responsibility for teaching reading belongs to all teachers in all subjects. Students need to be shown how to use reading strategies in the content classrooms.
MC: Content area reading causes a "shift" in academic reading. Teachers need to realize that they are ALL responsible for teaching "reading" in all subject areas, and not just rely on the "reading teacher" to teach adolescents everything they will need to be successful in all content areas.
AW: Adolescent reading is becoming more prevalent in today's society. What once was thought of as the elementary kindergarten or first grade teacher's job, has shifted. More and more adolescents are unable to read and this growing problem requires our attention, no matter what grade we teach. The book also discussed visible and invisible aspects of content area reading.
2. Why is adolescent literacy more critical than ever?
TH: As students move from elementary to middle and high school, their literacy needs change. Students need to be able to understand the content area material they read in order to be more literate. As students move through the grades they need to acquire the skills necessary to be productive citizens. The world is becoming more and more technological and our students need to be able to keep up with learning in order to be successful members of our competitive society.
VI-S: Texts are a big part of content areas. As students get older those texts become more difficult. They need to understand different strategies for different areas.
MC: The academic material changes when students move from stories or short versions of informational text to text books that some times have 20 or more chapters with 2 or 3 sections per chapter sometimes. If students aren't prepaid for that change, and even more so if they already struggle with reading, they begin to fall behind. Adolescent literacy is critical now because there is a huge gap forming when students shift from elementary education to secondary education.
AW: Students are making it to middle school without the necessary reading skills to succeed. Teachers assumed that students were comprehending texts, making predictions, and clarifying all along. Teachers assumed that reading instruction must cease in older grades and have argued there is no time to teach reading. Teachers assumed that students would naturally fall into reading comprehension strategies. This simply is not true. In order to raise successful adults, we need to address adolescent reading.
3. Content area reading starts any time a teacher reads expository text to a classroom. How can you improve your content area instruction in your class?
TH: I can collaborate with the regular classroom teachers to find out the topics they are studying in science and social studies. Then, I can choose reading material that expand their knowledge of those particular subject. I can also help my students research topics of interest on the internet and in books.
VI-S: I also think that is a good idea. Currently I don't incorporate what they are studying in the regular classroom. I think finding stories that go along with what they are doing will help them comprehend and build their vocabulary.
MC: I have done what Toni suggested in previous years. I even got a science book last year and went over with my reading classes how to make the Science text book work for them instead of having to struggle so hard to understand the text book. I know for sure that it helped my LD kids. We also do a research project in 6th grade and we show them how to look for information both in hard copy and the internet and then they do it themselves. We actually use that as a pre-reading strategy for one of our anchor novels.
AW: Well, my gut response is to read more expository text. Then, focus on the comprehension of that text. So many younger classrooms are filled with fiction and not much non-fiction. Having non-fiction more readily available and reading this aloud for pleasure also, will tie in content area reading.
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. What is your stance on self-discovery and the social constructivist point of view?
TH: I think self-discovery is an awesome thing - for those kids that put forth the effort it takes. I think that Science lends itself to self-discovery (with some direction from the teacher, as in experiments, etc.). As far as the social constructivist point of view goes, I do believe that children learn a lot from talking about what they are reading and learning. I think, though, that children need direction, modeling, and strategies to "fix" their mistakes. There are many children out there that never would find strategies without help.
VI-S: Self-discovery is important. If students always follow what others think they won't form their own values. I do however feel that certain things/strategies need to be taught explicitly but students need the opportunity to think about how they feel about it. They may find that strategy not useful to them or can tweak it so that it does work for them.
MC: I also think self-discovery is important, but alot of my LD kids are not that motivated! I agree that there are certain strategies that my LD kids definitely to be taught. I think guiding them through some form of self-discovery in sixth grade helps them begin to understand and be more motivated to do it themselves later on. I have a life map activity that I have had them do in the past, and they seem to really enjoy that. Sometimes we talk about word origin and then I have the students find out where their own families "originated" from, and I tell them that the point of all that is knowing where you came from so you can figure out where you want to go. They enjoy that as well.
2. In your opinion, is the paradigm shift changing in the right direction? Why or why not?
TH: I think there needs to be a balance between teacher-direction and self-direction. I think that children should be given enough instruction to make reading attainable for them, but then they should be allowed to make mistakes and learn from them.
VI-S: Not sure. I also agree that there needs to be both teacher directed and self-directed. Don't we want our students to take an active part in their own learning and be independent?
MC: That's exactly what we do in my classroom in sixth grade. At the beginning of the year we tell them everything we expect, help them with anything they need help with, and do a lot of teacher-directed instruction. By the end of the first semester we begin to back off of them some, and begin to foster a sense of independence that they need in seventh grade. I have seen kids really change over the time period they have spent in sixth grade.
3. Name the differences between skill based and cognitive strategies.
TH: Skill based basically teaches the skills needed for reading and study skills. The skill based instruction focuses on the appropriate teacher to deliver reading skills (reading teacher or content teacher); the appropriate location where instruction takes place (reading classroom or content classroom); and the appropriate instructional material (general reading materials or subject matter textbooks). The cognitive strategies theory focuses on schema theory, text structure, metacognition, and strategic learning. It also focuses on self-knowledge, task knowledge, self-monitoring and regulation.
VI-S: Skill based is learning a specific reading skill taught from the teacher. Cognitive strategies allows students to think deeply and self-monitor.
MC: Skill based instruction is instruction that is focused on a specific skill that is taught to the students. Cognitive strategies employ questions that require the student to think on more of an analytical level.
Mandy's ?s
1. Should teachers other than Literature teachers continue to teach adolescents how to "read to learn"?
TH: EVERYBODY should continue to teach adolescents how to "read to learn." Content area teachers have to teach their specific vocabulary as well. When kids understand the math terms, for instance, it is easier to do the math. If the inability to read is the problem in those classes, those teachers should put forth the extra effort to teach more than just their content. Testing, on the other hand, should not be hindered by the inability to read. If it needs to be read to the child to know if they understand the material's content, then that accommodation should be made.
AW: I think that's any teacher's job. I may not like it, but I either need to teach the child myself, or suggest tutoring. I can't leave that child behind because I don't have time. I don't think it should become my only focus, but I do believe I should strive to help any child that truly wants to learn, but somehow has difficulty.
2. How would you activate prior knowledge for a sixth grade Science lesson about volcanoes?
TH: For my ESL kids (as well as others) I would show them a volcano first. I would pull up a video clip of a volcano and let them watch it. Then, I would discuss the vocabulary I want them to know. As we watch the video clip again, I would pause it at appropriate places to discuss the vocabulary again. We would probably watch that a time or two then go on to the next word. Finally, I would let them watch the clip again.
AW: I might bring in picture to discuss. Maybe someone has seen one and could share. I would bring up vocabulary associated with volcanoes.
3. What would be a good way for teachers to prepare students for the "shift" that takes place from learning to read to reading text books to learn?
TH: I think the Mary Pope Osborne books would be a nice transformation. The kids can read the fiction book first, then read the non-fiction companion book that goes with it. Young reader are comfortable with the fiction books, and the non-fiction books will give them information about what they have read. I also think the Magic School Bus books would be good, too because they really have two stories going in in every book. There is the fictional part as well as the non-fiction facts to back them up. (Most kids have trouble with these AR tests because the questions are about BOTH stories, not just the fictional one.)
AW: Non-fiction books illustrate this very well. Children need to know there are three reasons why authors write: to persuade, to entertain, and to inform. If I show them this every time we read, then they know the purpose for reading. Identifying your purpose is key to reading, no matter what text it is.
Toni's ?s
1. How do you think subject-area teachers at the middle/high school levels can make their content area texts easier for students to understand?
VI-S: Try to relate it to something where that student can understand. Use a variety of strategies or instructional methods that allows the students to take responsibility for the learning. Make it fun. If students only hear lectures and read from a text they won't want to hear it.
MC: I agree with making it fun. I think content area teachers need to better understand learning styles, and try to incorporate activities that give all learners an opportunity to have a meaningful learning experience. I know that my LD students really enjoy the days in science that they do experiments or when they get to "play with things" in math. I'm not sure how to incorporate hands on experiences in history or other subjects, but technology is a good resource for that as well!
AW: I know one of our history teachers likens one of the wars to the Wizard of Oz. Each part is likened to characters from the story. The kids talk about it every year and seem to love the similarities. I think it's all about taking what we know and building on that. Turn the subject matter into something the kids will like and be motivated by.
2. We each work in a different school system. What has been your experience with the attitudes of the middle/high school teachers when they receive struggling readers? Do you think their attitudes have any affect on the struggling reader’s progress?
VI-S: Their attitudes are poor! They want them to go somewhere else for help. Teachers feel they don't have time to work with struggling students because they have to get the information out. There are however some really great teachers who do take the time to re-explain the information and adjust to all students.
MC: I have had some not so great experiences, even just this last year. I actually got told that it was not their job to teach those kids how to read. I was just shocked.
AW: I'm not sure. I haven't asked. But, I know that most of our students are ready for middle and high school. Our teachers do a good job of not complaining to us, if they aren't prepared. I would hope their attitude is one of determination!
*3. Do you feel that discussion in a middle/high school subject area classroom is important? Do you think that teachers at those levels give students enough discussion time during their class periods?
VI-S: Yes! Discussion at any age is important. Teachers need to know if students are understanding what is being taught. What better way to see and reteach if needed right then instead of waiting til test time. I don't think teachers give enough discussion. They are too worried about getting the information to them so that they covered the information for the state test. I think if there was more discussion students would retain the information better.
MC: I definitely think it is important. I think it not only gives the teacher an opportunity to find out what the students are learning, but it provides those students who have auditory strengths with more opportunities to learn at the best of their ability. I also think that once something is open for discussion you get to hear various view points besides just "what the teacher thinks". I always enjoy having discussions about books with my students because some of them actually have interesting viewpoints. I also think they are important because not every home has "intelligent" conversations for the students to be part of.
AW: YES! I think discussion is key and most of those kiddos want to speak anyway. They are forming opinions and their sense of self. Allowing them to express themselves is a perfect way to promote this development. I look back at my experience and know that my teachers led tons of discussions. I would bet that most elementary teachers don't allow much discussion in their classrooms.
Vanessa's ?s
1. Who has the responsibility for teaching reading?
TH: EVERYBODY in the building. And, I mean everybody - classroom teachers, specialty teachers, paraprofessionals, even the custodian! Every opportunity to teach any aspect of reading (even down to naming the letters) should be seized by every individual in the school environment. That way kids see that reading is important no matter what your job.
MC: I agree, EVERYONE! To the science and history teacher that said it wasn't their JOB, shame on you! I think I will find some workshops for their departments and just nicely place the flyers in their mailboxes! I was shocked because those teachers have been in the classroom a very long time. One of them is a great teacher too, but I guess not as GREAT as I thought.
AW: Everyone! But, specifically...anyone involved, from the parents to the students and then the teachers! We all have a hand in this!
2. What do you feel is important for instruction in developing reading strategies?
TH: I think that kids should be taught strategies to figure out what each word is (decoding, vocabulary, etc.). I think they should be taught strategies to use when comprehension breaks down as well as strategies to use to gain comprehension (picture clues, titles, heading, subheadings, highlighted words, etc.). I think kids should be taught to question what they have read - does it make sense, do they agree/disagree with it, etc.
MC: I couldn't agree more! I teach my sixth graders to remember their hide and seek words if they see big words that are new or that they don't remember, and sometimes we chunk the words and identify the prefix, root, and suffix. This also helps them on their tests that they take in the spring.
AW: Focus on the five non-negotiables should do it! Teaching reading through a balanced approach and noticing weaknesses, so you can help the student when he struggles. I think the teacher has the most important role. She should making reading relevant and motivating and most importantly, she should provide a purpose for reading.
3. What should a literacy program look like in upper grades?
TH: It should look similar to a literacy program in the lower grades. The difference would be in the particular literature being used. Of course, older kids need books that appeal to them (rather than bears, etc.) They need to feel like they are older kids while still being taught whatever skills they need to learn.
MC: Again, I agree with Toni. I actually have read some story books in my literature class in order to have them listen and point out certain figurative language elements. We actually have a twisted version of The Three Little Pigs that helps them learn point of view and irony as well. Honestly, I think the students are really comfortable with those stories they know when we start introducing more figurative language in sixth grade. I get a kick out of reading them, too!
AW: Maybe it should contain classes working with expository texts and tons of writing. Focus on graphic organizers and note taking strategies. This is a chance to go deep into concepts like metaphors and symbolism. The teacher should be modeling those strategies with "fun" books that contain imagery, etc.